Student-related Factors Research Articles

Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design, the study involved 60 homogeneously sampled students from a total of 398 across three programs. Data was collected through focus group discussions and analyzed thematically. The findings identified both positive and negative influences on students' study skills under three key categories. Institutional factors include the living environment, rules and regulations, teaching methods and examination timetables. Student-related factors encompass individual personality traits, social media usage, demographic characteristics and challenges related to English language proficiency. Teacher-related factors involve practices, such as prohibiting note-taking in class, providing only soft copies of notes before sessions and not incorporating additional reading materials into assessments. There is a clear need for a holistic approach to enhance students' study skills, considering the diverse influences at play. A close collaboration between UR and NPC should be established to tackle challenges related to quality learning. Additionally, University of Rwanda should initiate a comprehensive campaign across all its colleges to raise awareness about the importance of study skills in higher education.

Assessment of Food Wastage in Hostel Messes – An Exploratory Qualitative Study

Abstract Introduction: The level of food waste must be assessed to ensure food security, as increasing agricultural productivity alone will not be sufficient. A common contributor to food waste is unintentionally heaping the plate with more food than is intended. In areas with a mass group and an endless supply of food, like a hostel mess, the amount of food wasted rises drastically. Thus, we planned to explore the reasons of food wastage amongst the resident students in the hostel mess and to know the possible solutions to reduce its waste. Methodology: It was a qualitative exploratory study carried out amongst 50 students residing in girls’ and boys’ hostel of tertiary care teaching hospital. Informed consent was taken from all the study participants. Free listing was done to find the reasons and possible solutions of food wastage with validated interview guide. The data were entered and analysed using Visual Anthropac software. Results: The three categories emerged from the reasons of food wastage were student-related factors, mess staff-related factors and management-/warden-related factors. The most salient student-related factors voted for food wastage were 20% ordering food from outside without prior intimation, 15% said that they deliberately waste food as they paid for it, 60% of the participants felt that the taste of the food was not up to the level and 45% proclaimed that cooking more food than required. The management-related factors were monotonous menu (35%). Conclusion: Despite surplus food production wastage of food occurs due to the lethargic behaviour of everyone on food wastage. It is imperative for each one of us to judiciously consume food which is required which solves half of the problems of wastage and the unmanageable wasting can be used to create energy or other purposes in order to prevent complete wastage and produce energy.

Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam

This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas, provide examples, and gather necessary information is highly valued. Student-related factors such as relevance, usefulness, and engagement significantly influenced the participants’ perceptions of the tool. Regarding the differences in perceptions, the Vietnamese participants showed a higher level of perception than their Thai counterparts. In terms of practices in using the tool for L2 writing, participants mainly used ChatGPT for brainstorming, organizing ideas, refining outlines, clarifying concepts, and editing their drafts for appropriateness and accuracy. Implications of these findings for curriculum design, L2 writing instruction, and teacher professional development are discussed.

Factors affecting student engagement in online courses in bachelor of education programmes

This study explores factors contributing to the low engagement of Bachelor of Education (B.Ed.) students in online courses at the Faculty of Education, Open University of Sri Lanka (OUSL). Despite integrating a Learning Management System (LMS) into a blended learning model, learner participation in online activities remains suboptimal. Semi-structured interviews were conducted with nine students across three B. Ed programmes in Natural Sciences, Drama and Theatre, and Special Needs Education using an exploratory qualitative design. The findings reveal organisational factors such as technical issues, delayed course availability, insufficient tutor feedback, and course-related issues, significantly affecting engagement. Student-related factors include reliance on mobile devices and the need for more motivation due to a lack of incentives. This study highlights the need for more responsive support systems, better course design, and enhanced interactive features to foster greater student engagement in online learning.

Acute Emotional Impact of Peer Suicide and Student-Related Factors.

This study explored the negative emotional impact of peer suicide on adolescent students during the early stages of becoming aware of suicide and examined the adverse effects of related environmental and mental health factors. This study was conducted from March 1, 2020 to December 31, 2021, targeting students enrolled in middle and high schools where student suicide occurred. Emotional impact was assessed using the Korean version of the Impact of Event Scale-Revised (IES-R-K), State-Trait Anxiety Inventory-X, Center for Epidemiologic Studies-Depression Scale (CES-D), and Beck's Scale for Suicide Ideation (SSI). χ2 test and Pearson's correlation analysis were performed to analyze subgroup differences and explore relationships between scale scores, respectively. Of the 2,382 participants, 25.1% belonged to the post-traumatic stress disorder (PTSD) or PTSD tendency group on the IES-R-K, and 22.2% showed abnormalities in the State-Trait Anxiety Inventory-State. Students in the same class as the deceased student and those in the same grade but in different classes had higher risk rates than those in different grades. Boarding school students had 1.9 times higher odds of experiencing emotional impacts than non-boarding students. On the CES-D, 10.4% of the students showed potential depression, with 3.7 times higher odds of experiencing emotional impact than those with normal scores. Moreover, 4.5% of the students reported suicidal ideation on the SSI, with those experiencing mild suicidal ideation having 1.9 times higher odds of experiencing emotional impact than those with normal scores. A significant proportion of students experienced negative impacts of peer suicide. Students in close-knit environments, such as the same class, grade, and boarding school as the deceased, or those with depression or anxiety experienced a more pronounced negative impact.

Student-Related Factors & Adoption of E-learning in Higher Educational Institutions

The adoption of e-learning in public higher education institutions has become essential, driven by technological advancements and the global pandemic (COVID-19). This research article examines student-related factors that influences e-learning adoption in the institutions of higher learning, with special reference to the Masinde Muliro University of Science and Technology. A correlational research design, framed within the Unified Theory of Technology Adoption, was employed. Further, logistic regression analysis was conducted on data from 322 fourthyear students across 10 faculties. Findings reveal that mature students, aged 31-35 and above, were 56% and 12% more likely to adopt e-Learning than younger students. Male students were twice as likely to adopt e-Learning as their female counterparts, while students from the School of Computer and Information were twice as likely to adopt it compared to those from the School of Education. Practical implications include promoting peer-to-peer tutoring and fostering a positive attitude toward e-learning. These findings offer valuable insights for enhancing the uptake of e-Learning, providing institutions with knowledge to support student engagement and inform policy development.

Factors Contributing to Poor Academic Performance among Undergraduates at Gollis University

This study investigates the causes of poor academic performance among undergraduate students at Gollis University, Hargeisa, Somaliland. Utilizing a cross- sectional design, a quantitative survey was conducted with 93 respondents from a target population of 310 freshmen students. The research identifies multiple contributing factors categorized into student-related, teacher-related, and family-related factors. Key findings indicate that lack of home study, high absenteeism, peer influence, and negative student attitudes are significant student-related factors. Teacher-related factors include inadequate teaching skills, lack of subject knowledge, and poor teaching methodologies. Additionally, family-related factors such as parents' educational levels, financial problems, and lack of parental involvement significantly affect students' academic performance. The study underscores the need for comprehensive interventions addressing these multifaceted issues to enhance academic performance.

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

Exploring Iranian English language teachers’ hope: an ecological perspective

PurposeThe present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning.Design/methodology/approachData were collected from narrative frames and semi-structured interviews.FindingsAnalyses of our data highlighted how teacher- and student-related factors caused fluctuations in teachers’ hopes. In addition, our findings indicated that while teachers’ past teaching experiences increased their hope, teachers’ lack of agency and economic inflation were among the most significant factors that decreased teachers’ hope in their profession.Originality/valueThis study is one of the first studies in the field of language studies with an ecological perspective on language teachers' hope.

Factors Affecting Academic Performance in Araling Panlipunan among Junior High School Learners of Gingoog City

This study examined factors influencing academic performance in Araling Panlipunan, considering both Learners-Related (study habits, learning attitude, subject interest, and environment) and Teacher-Related (commitment and subject knowledge) factors. It focused on students' academic performance during the 2nd and 3rd Quarters of SY 2022-2023 and assessed the correlation between these factors and academic achievement. The research employed a descriptive-correlational design and involved 204 Grade 7 to Grade 10 students from Alfonso Ang Militante Integrated School and BACKKISMI National High School South 2 District Division of Gingoog City. Sample size determination followed Slovin's formula with a 0.05 margin of error, and participants were selected proportionally by grade level. Descriptive statistics, mean, standard deviation, and Pearson Product Moment Correlation were used for analysis. Findings indicated that students perceived themselves as having strong study habits, positive attitudes toward learning, and a keen interest in the subject. The students also perceived their teachers as highly committed and knowledgeable in Araling Panlipunan. Moreover, students achieved satisfactory grades during the 2nd and 3rd quarters of SY 2022-2023. Notably, a strong positive correlation was found between student-related factors and academic performance in Araling Panlipunan, while a moderate positive correlation existed between teacher-related factors and academic performance in the subject. The study recommends that students enhance their learning strategies, including active engagement and technology utilization, while teachers should create more engaging learning environments using available technology to benefit students and foster communication with parents.

Evaluating factors affecting sexual abuse prevention education for primary school students according to the life skills approach

This comprehensive study delves into the intricate factors influencing sexual abuse prevention education for elementary school students, capturing insights from diverse stakeholders, including 423 students, 115 teachers, and 423 parents. Employing a Likert scale, the research evaluates various dimensions, shedding light on the nuanced dynamics that shape prevention programs. The results reveal that student-related factors, encompassing positive behavior, cognitive capacity, personality traits, and knowledge levels, received moderately positive mean scores. This underscores the significant contribution of inherent qualities and cognitive abilities of primary school students to the effectiveness of sexual abuse prevention education. Moving to family-related factors, parents’ extensive knowledge and understanding garnered a positive mean score of 2.91, signifying a favorable impact, while financial considerations received a slightly lower mean score of 2.92. Notably, parental educational methods and the inclination to delegate educational responsibilities to schools scored higher at 2.99 each, underscoring the influential role parents play in shaping their children's perspectives on sexual abuse prevention. Within the school environment, positive interactions between teachers and students stood out with a mean score of 2.97, emphasizing the pivotal role of supportive teacher-student relationships in facilitating effective sexual abuse prevention education. Societal factors exhibited varying influences, with local customs, culture, and social psychology receiving a mean score of 2.91, indicating a moderately positive impact. However, the development of the internet and information channels scored lower at 2.60, revealing potential challenges in adapting prevention education to the evolving landscape of online information dissemination. These nuanced findings contribute to a deeper understanding of the multifaceted factors shaping sexual abuse prevention education for elementary school students, providing a foundation for evidence-based interventions and policy decisions.

Influence of student factors on entrepreneurial intentions: Evidence from Nigeria

Purpose – This study aims to identify the factors influencing entrepreneurial intentions among private university students in South-West Nigeria, and to determine their significance.Methodology – The study population consisted of final-year students from the Faculty/College of Business and Social Sciences across 11 selected private universities in South-West, Nigeria, offering entrepreneurship courses. This study used a sample of 623 students. Data were collected using a self-developed instrument with a reliability coefficient of 0.847 for student-related factors and 0.80 a entrepreneurial intentions. The Relative Significance Index (RSI) and multiple regression analyses were used.Findings – The results revealed that most students perceived several factors as influential on entrepreneurial intention. The key factors were students’ personal factors, family history, technical abilities, and parental attitude. Despite recognizing these influences, many students lacked the skills to solve challenges and effectively utilized technical literature and other information sources. Multiple regression analysis indicated that student parental attitude, student personal factors, and technical abilities significantly influenced entrepreneurial intentions.Implications – This study highlights the importance of enhancing students' personal factors, technical abilities, and parental attitudes to foster entrepreneurial intention. Educational institutions and policymakers should focus on these areas to cultivate an entrepreneurial mindset among students.Originality – This study provides empirical evidence on the determinants of entrepreneurial intentions among private university students in Nigeria, contributing to a broader understanding of how personal, familial, and technical factors shape entrepreneurial aspirations.

A Correlational Study of Student Factors and Performance in CPA Board Examination: a case in JRMSU

This paper proposes to identify the necessary interventions to enhance graduates’ performance in the Certified Public Accountant Licensure Examination. It aimed to examine the relationship between identified student factors and the inconsistency in graduates' performance in the CPA board exams from 2016 to 2019. The study is based on Walberg's theory of academic achievement, which asserts that the psychological characteristics of students and their immediate environments affect educational outcomes. A descriptive research design was utilized, surveying 28 Bachelor of Science in Accountancy graduates who took the CPA board exam using a standardized checklist. Qualitative data, serving as secondary data, were analyzed through documentary analysis. Additionally, in-depth structured interviews were conducted to support the quantitative data. Results indicated that among student-related factors, only study habits significantly impacted graduates' performance in the CPA board exam. Other factors, such as academic performance, aspiration, and attitude towards accounting, were found to be insignificant. The study advocates for time management, comprehensive self-management, development of analytical skills, and maintaining a consistent desire to pass the CPA board exam and become an accountant. Future research is also recommended.

Factors affecting the passing rate of licensure examination for teachers at Sulu State College

This study was a descriptive-correlational study that analyzed the perceptions on the factors affecting the passing rate of students in Licensure Exams for Teachers (LET) in Sulu State College (SCC). Quota sampling (n=100) was used to sample the participants from different school/college/departments in SCC. The primary participants were faculties from School of Education, School of Arts and Sciences, SSC Senior High School, SSC Laboratory High School, Other SCC departments with License for Public Teachers (LPT). A survey questionnaire was developed to elicit the responses from the faculty and staff with four scales—(i) Student-related factors, (ii) School-related factors, (iii) Home-related factors, and (iv) Teacher-related factors. Findings indicated that for SCC faculty and staff, the student-related factors, school-related factors, home-related factors, and teacher-related factors most likely influenced the student’s outcomes in LET. There were also significant correlations observed between the variables from high (home-teacher factors), moderate (student-school, home-school, teacher-school factors), and low (student-home, teacher-student factors) correlation levels. Recognizing the salience of student-related challenges, such as socio-economic backgrounds, motivation, and study habits, underscores the importance of providing targeted support mechanisms to address these issues. Similarly, focusing on enhancing school-related factors, such as curriculum design, teaching quality, and support services, can contribute to creating conducive learning environments conducive to students' success.

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers' perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

This qualitative study was conducted with the aim of investigating the experience of mothers in Tehran in the field of virtual education during the COVID-19 pandemic. The participants in this study were 17 mothers of school children who experienced virtual education in Tehran during the COVID-19 pandemic. Data collection was done through semi-structured interviews, over the phone, and lasted for approximately 30–45 min. The interviews were audio recorded with the permission of the participants, transcribed verbatim, and analyzed using the method of conventional content analysis. For this study, 17 mothers were interviewed. Of those, 7 had one school-age child, 8 had two, and 2 had three. All of the children lived with both their mother and father. The majority of the mothers (16 out of 17) held bachelor's degrees. On average, the students were 11.76 years old. Fourteen of the students attended public schools, while 3 attended private schools. Most of the mothers (14 out of 17) reported their financial status as average. Data analysis led to the identification of 3 main themes and 12 subthemes. The three main categories were family-related factors, student-related factors, and school-related factors. The 4 themes related to family included 1) the role of family as a teacher, 2) the importance of direct and indirect supervision in family education, 3) the cost, and 4) the peace of mind. Factors related to students included 5 themes; 1) the advantages and disadvantages of virtual learning environments, 2) time management in education, 3) the consequences of failing to acquire necessary skills and knowledge, 4) issues of indifference and fraud in education, 5) physical, mental, and social problems affecting students. Factors related to schools included 3 themes; 1) the role of the teacher in virtual teaching and learning, 2) the challenges of lack of prior experience in education, 3) inequality in access to education and opportunities. The findings of this study have several implications for policymakers. Paying attention to technological and educational challenges related to virtual education and providing adequate support to parents are important things that should be prioritized. In addition, psychological support services should be made available to parents so that they can cope with the emotional challenges of virtual education. Finally, the positive experiences reported by mothers suggest that virtual education can be an effective and flexible option for future education, provided that the challenges are adequately addressed. Moreover, no work has been done on this issue comprehensively and the few studies that have followed this method have had some limitations. Therefore, schools, parents, and policymakers should explore innovative ways of integrating virtual education into the educational system to provide flexible and effective learning opportunities for students.

Understanding Vietnamese EFL Teacher Emotion In Relation To Student-Related Factors

This qualitative study addresses the research problem of the lack of attention to Vietnamese EFL teachers' emotional experiences related to student issues. Using a qualitative methodology, in-depth interviews were conducted with 6 experienced EFL lecturers in Vietnam. The semi-structured interview served as the instrument for data collection, exploring the factors affecting teacher emotions, how teachers interpret these experiences, and the outcomes. The findings reveal that student-related factors, including student engagement, and behavior, significantly influence teacher emotions. The participating lecturers employed various strategies to interpret and respond to their emotions, such as suppressing or expressing them. These interpretations impacted their actions in the classroom, which in turn affect student outcomes. The study emphasizes the need for addressing language teacher emotions to create a positive and supportive emotional climate that enhances student learning. Overall, the research contributes valuable insights into the emotional experiences of Vietnamese EFL teachers and their implications for effective teaching practices.

Innovative multimodal Open Distance e-Learning (ODeL) supervision practices for master’s and doctoral candidates

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master’s and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master’s and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master’s and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master’s and doctoral candidates flexibility and increased their learning engagement.

Readiness, resilience, and engagement: Analyzing the core building blocks of online education

AbstractContemporary educational research has increasingly highlighted the necessity and significance of online education and its effects on student engagement and academic success. However, it’s noteworthy that there is still a gap in the growing literature regarding the student-related factors that influence individuals’ engagement and achievement in online education. This study sought to investigate the effects of students’ online learning readiness in online learning engagement with the mediating role of academic resilience in this relationship. A cross-sectional survey design was employed based on the data from a total of 3550 undergraduates studying at state universities in six provinces across the eastern, central, and western regions of Türkiye. Structural equation modeling was conducted to estimate the complex relationships proposed in the model through AMOS 26. The findings demonstrated that students’ online learning readiness has a moderate but statistically significant direct effect on engagement in online learning, as well as had a significant and moderate effect on academic resilience. Furthermore, the results indicated that academic resilience plays a crucial role as a significant mediator in the relationship between students’ online learning readiness and online learning engagement. The current study also confirmed the conceptual model built on the variables that have notable impacts on students’ academic achievement. This research, one of the first in its field, furnishes empirical evidence on a conceptualized set of relationships and offers insights for policy makers, curriculum developers and practitioners to consider the significant student-related factors in terms of design, development, and delivery of online courses.

Exploring Factors Contributing to Indifference Towards Learning Mathematics Among Secondary School Students in Nepal

Abstract 
 
 Mathematics is a compulsory subject at the school level in Nepal, deemed essential for everyday life and higher studies, particularly in the fields of science and technology. However, there is a noticeable apathy among students when it comes to learning mathematics. This qualitative research aims to identify the factors that contribute to this indifference towards learning mathematics. Data was collected through in-depth interviews with four participants from both public and private schools, all enrolled in the tenth grade. Analysis and interpretation of the data revealed several factors that lead to this indifference. These factors can be classified as student-related, school-related, and home and society-related. Student-related factors include mathematics anxiety, negative perceptions, insufficient effort, poor academic achievements, limited real-world applications, low self-efficacy, and perpetuation of misconceptions about mathematics. School-related factors encompass teaching practices, teacher qualifications, traditional methods focused on rote learning, impractical curriculum and courses, inadequate school administration, and subpar physical facilities. Home and society-related factors have a negative effect on mathematics engagement, such as unfavorable home environments, low socioeconomic status, and parental education. Together, these factors contribute to the observed indifference towards learning mathematics.
 Keywords: Indifference, Qualitative, Mathematics, Factors, Home, Students, School